Classwide Positive Behavior Interventions and Supports
A Guide to Proactive Classroom Management
A Paperback Originale-bookprint + e-book
A Paperback Originalorder
January 27, 2015
ISBN 9781462519439 Price:
Size: 8" x 10½"
Convenient Lay-Flat Binding
February 16, 2015 Price:
Convenient Lay-Flat Binding
print + e-book order Price:
A Paperback Original + e-Book (PDF) ?
vital classroom management resource, this book shows how to implement positive behavior interventions and supports (PBIS) in K-12 classrooms, regardless of whether PBIS is adopted schoolwide. The primary focus is universal (Tier 1) support for all students. Practical, step-by-step guidelines are provided for structuring the classroom environment, actively engaging students in instruction, teaching positive expectations, and establishing a continuum of strategies to reinforce positive behavior and respond to inappropriate behavior. Numerous real-world examples and learning exercises are included. In a large-size format with lay-flat binding for easy photocopying, the book includes reproducible
tools for classwide PBIS planning and implementation. Purchasers get access to a Web page where they can download and print the reproducible materials.
This title is part of The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
“This easy-to-read, accessible book lays out the critical elements of a complex process in a way that will help classroom teachers establish an effective environment to support all learners. The book will also be useful for veteran school teams who are currently implementing schoolwide PBIS and who are looking for systems and evidence-based practices to extend their supports into classrooms. Among the multitude of books on classroom and behavior management, this one stands out. It should become a required course text.”—Tim Lewis, PhD, Department of Special Education, University of Missouri
“This book provides a very logical and friendly translation of PBIS principles and maps them onto teachers' daily instructional and classroom management tasks. The inclusion of information on Tier 2 and Tier 3 strategies is unique and sets the book apart. It can be used as a course text, a school-based reference, or a 'how to' for those wishing to infuse positive and proactive strategies across the school and across the curriculum.”—Terrance M. Scott, PhD, Professor and Distinguished University Scholar, Department of Special Education, University of Louisville
“Simonsen and Myers have provided an innovative resource for teacher professional development. They demystify the science of behavior with realistic examples (and a bit of humor!) that all educators can relate to and appreciate. The skills-building activities are valuable tools for behavior coaches or consultants working with teachers. This thorough, scientifically sound, practical text is essential reading for educators.”—Lucille Eber, EdD, Director, Midwest PBIS Network, Illinois
“Much needed. This is the first book to bridge the gap between schoolwide PBIS and explicit, comprehensive classwide interventions. Written in lay language, it provides a solid foundation in behavioral principles for effective classroom management. This guide will be beneficial for teachers as well as coaches or facilitators of the PBIS process on a campus and/or within a district. Kudos to Simonsen and Myers for delivering a practical, precise book that will help give all students the opportunity to succeed!”—Heather Peshak George, PhD, Department of Child and Family Studies, University of South Florida
“This book provides an excellent, comprehensive orientation to classwide PBIS. It is a 'must read' for anyone with a vested interest in distilling PBIS into each and every classroom. This is a highly valuable resource for preservice and inservice teacher preparation and for supporting implementation of PBIS in schools and classrooms.”—Tim Knoster, EdD, College of Education, Bloomsburg University
“An amazing book for new and veteran teachers who want to create a positive, organized classroom environment. In a practical format, the volume includes specific strategies and follow-up activities after each chapter that make it easy to help teachers enhance their effectiveness.”—Susan Barrett, MA, Director, PBIS Regional Training and Technical Assistance Center, Sheppard Pratt Health System, Towson, Maryland
Table of Contents1. Foundations of Classwide Positive Behavior Interventions and Supports
I. PBIS Foundations and Basic Principles
2. Behavioral Principles at Work in PBIS
3. Tier 1 Schoolwide PBIS
4. Introduction to Classwide PBIS: Focus on Outcomes, Data, and Systems
II. Classwide PBIS Practices
5. Maximize Structure and Actively Engage Students during Instruction
6. Establish and Teach Positively Stated Expectations
7. Implement a Continuum of Strategies to Reinforce Appropriate Behavior
8. Implement a Continuum of Strategies to Respond to Inappropriate Behavior
III. Additional Tiers of Support for Students
9. Overview of Tier 2 in Your School and Classroom
10. Overview of Tier 3 in Your School and Classroom
11. Conclusion: Where Do We Go from Here?
About the AuthorsBrandi Simonsen
, PhD, is Associate Professor of Special Education in the Department of Educational Psychology and a Research Scientist with the Center for Behavioral Education and Research at the University of Connecticut. She also coordinates the University's Graduate Certificate Program in Schoolwide Positive Behavior Support. Dr. Simonsen is an implementation partner with the OSEP Technical Assistance Center on PBIS and serves on the executive board of the Association for Positive Behavior Support. She teaches, provides service, and conducts research in the areas of Tier 1 schoolwide positive behavior support in alternative settings, classwide PBIS, and more intensive (Tiers 2 and 3) supports for students with challenging behavior. Previously, Dr. Simonsen was the director of a nonpublic alternative school for students with disabilities who presented with challenging educational and behavioral needs. In addition to serving as an administrator and clinician, she was certified as a teacher of elementary general education and middle/secondary special education. She has authored a number of scholarly journal articles and book chapters.
, PhD, is Associate Professor of Special Education in the Department of Teacher Education at Texas Woman’s University. Previously, she was Assistant Professor of Special Education at Assumption College in Worcester, Massachusetts, where she created the Certificate of Advanced Studies Program in PBIS. Dr. Myers teaches undergraduate and graduate courses in the areas of classwide PBIS, advanced applications of positive behavior supports at all levels, and research and practice in special education. She conducts professional development in classroom management and provides training and support to schools implementing schoolwide PBIS. Her research interests include teacher training and professional development, classroom management, and supporting students with challenging behavior. Previously, she was a special education teacher at an urban middle school. Her first teaching job was at a residential facility for adjudicated adolescents, and she has an ongoing interest in the field of juvenile justice.
School psychologists, K–12 classroom teachers and special educators, school administrators, PBIS trainers and coaches, behavior specialists, and school counselors.
May serve as a supplemental text in advanced undergraduate- or graduate-level courses.